Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability

Autor/inn/en	Browder, Diane M.; Jimenez, Bree A.; Trela, Katherine
Titel	Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 47 (2012) 3, S.373-388 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Academic Achievement; Student Behavior; Task Analysis; Mathematics Instruction; Word Problems (Mathematics); Instructional Materials; Academic Standards; Alignment (Education); Middle School Students; Middle School Teachers; Moderate Mental Retardation; Secondary School Mathematics; Activity Units; Teaching Methods; Achievement Gains; Mathematics Skills; Skill Development; Academic Accommodations (Disabilities); Sequential Learning + Suchen Sie Ihr Suchwort? Schulleistung; Student behaviour; Schülerverhalten; Aufgabenanalyse; Mathematics lessons; Mathematikunterricht; Textaufgabe; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Area of activity; Tätigkeitsfeld; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Didaktische Sequenzierung; Lernsequenz
Abstract	The purpose of this study was to examine the effects of grade-aligned math instruction on math skill acquisition of four middle schools with moderate intellectual disability. Teachers were trained to follow a task analysis to teach grade-aligned math to middle school students using adapted math problem stories and graphic organizers. The teacher implemented four math units representing four of the five National Council of Teachers of Mathematics recommended math standards (i.e., algebra, geometry, measurement, and data analysis/probability; NCTM, 2002). A multiple probe across unit design was used to examine the effects of the math instruction on the number of steps completed on each math standard task analysis. Results indicated a functional relationship between math instruction and student behavior with an overall increase in independent correct responses. Implications for practice and future research are discussed. Limitations and suggestions for future research and practice are discussed. (Contains 6 figures and 3 tables.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10